CO_UT_SURVEY_RPT FINAL 9.16.13

2012 School IPM Survey Results
Colorado and Utah
Presented By:
The Rocky Mountain Consortium

This Page Left Intentionally Blank

Implementing Integrated Pest
Management (IPM) practices minimizes
health risks that may result from
exposure to diseases transmitted
by pests such as mice and roaches.
IPM practices also reduce potential
environmental and health risks
associated with student and staff
exposure resulting from pesticide use in
traditional pest management programs.

This survey was conducted to
determine the use of Integrated Pest
Management in Colorado and Utah
schools. The purpose of the project
is to improve environmental and
human health by increasing student
attendance in schools with verifiable
integrated pest management programs
by 25%, and promoting awareness,
adoption and dissemination of IPM by
addressing human, environmental and
economic parameters. Faculty and staff
at Colorado State University and Utah
State University conducted the survey.
INTRODUCTION
This survey is part of a grant issued
by the United States Environmental
Protection Agency.
SURVEY METHODS
The Rocky Mountain Consortium: Bringing Integrated Pest Management to Your School September 2013
“What’s Bugging You?”
Colorado and Utah
School IPM Survey Results
QUICK STATS
• 167 surveys were completed in
Colorado and Utah.
• About half (47%) of school districts
said they were familiar with school
IPM.
• 85% of districts report having
problems with vertebrate pests.
• Two primary barriers to IPM adoption
are lack of staff and unavailability of
IPM education and training.
The individuals surveyed were
sent an introductory letter in June,
2012 requesting their participation; an
informational poster on healthy schools
was included. Next, an email was sent
to each individual with the online link
to the survey. Follow-up phone calls
were made to each individual who did
not complete the survey in 4 weeks.
The survey was closed in November,
2012. Survey protocol was approved
by the Colorado State University
Institutional Review Board.
The survey was conducted
online using a paid subscription to
SurveyMonkey. Two-hundred and
twenty surveys were sent to key
pest management professionals in
each school district in Colorado (182
districts) and sixty-five surveys
were sent to professionals in Utah
(41 districts The survey took
outdoor
pests
weeds
vertebrate
pests
stinging
insects
nuisance
pests
cockroaches
bedbugs
ants
100
80
60
40
20
0
Surveyed Pests
%DistrictsReportingProblems
Percentage of Colorado and Utah School Districts Reporting
Problems with Common School Pests

approximately fifteen minutes to
complete. Individual responses were
confidential and only the researchers
had access to responses, which were
not attributed to a specific individual.
All data was stored in a secure
computer that was password protected.
We received 167 surveys; 150
respondents completed all questions. A
few people responded by printing and
filling out the survey on paper (and
mailing it to us) and a few people took
the survey on the phone. Participation
in this survey was voluntary and
individuals were not required to provide
names. Only 73% of respondents
provided names. Of these, the survey
represented 109 school districts in
Colorado (62%) and 16 school districts
in Utah (39%). However, more than one
person filled out and submitted surveys
in eight of the named school districts.
Each district uses a different
title for this position such as facility
manager, environmental health
specialist, and operations manager.
Those answering the survey had the
following job titles:
Page 2
A d m i n i s t r a t o r
C o o r d i n a t o r
C u s t o d i a n
D i r e c t o r D i s t r i c t
E n v i r o n m e n t a l F a c i l i t i e s
F o r e m a n G r o u n d s
M a i n t e n a n c e M a n a g e r S a f e t y
S e c r e t a r y S u p e r i n t e n d e n t
S u p e r v i s o r
The IPM Pyramid. This figure depicts the types and
proportions of activities used in an IPM program.
Changing peoples’ habits through pest eduction is primary.

IPM is a strategy of managing pests
using multiple tactics that provide
the best control with
the least cost and
environmental impact.
IPM is based on
thorough knowledge
of the pests and the
technologies used to
control them, and can
be performed by anyone
with proper training. A good IPM
program modifies the environment to
make schools less hospitable to pests
and uses the lowest impact pesticides
as necessary. Managing risks from
SECTION 1
PEST MANAGEMENT PERSONNEL
&
SCHOOL DISTRICT POLICIES AND PLANS
pests and pesticides used to control
them are top priorities under an
IPM program.
What is the status
of IPM in schools in
Colorado and Utah?
About half (47%)
of school districts
said that they were
familiar with IPM.
Reducing the number
of pests in and around buildings and
pest control costs were cited as the
most important IPM goals, followed
by improved air quality and reduced
pesticide exposure (Table 1).
Page 3
reduced pesticide exposure
in and around buildings
improved air quality in and
around buildings
reduced number of pests in
and around buildings
pest control costs
other
0 20 40 60 80
From your perspective, how important are the following
IPM goals in your school district’s pest control strategies?
1 not important
5 very important
2
3
4
# responses
“ 4 7 % o f s c h o o l s s a i d
t h e y w e r e f a m i l i a r
w i t h I n t e g r a t e d P e s t
M a n a g e m e n t . . . o n l y 1 7 %
o f s c h o o l d i s t r i c t s
i n C O a n d U T h a v e a n
I P M C o o r d i n a t o r . ”
Table 1

Having a sustainable IPM
program takes time, effort and
people. Simply adopting IPM tenets
and practices is part of the solution,
but having a well thought out program
takes effort. Few school districts
have a statement committing to the
use of IPM (11%) or an IPM plan with
specific practices to minimize pest
pressure (21%). At the time of the
survey, neither Colorado nor Utah
had state mandates regarding the use
of IPM; however 42% reported that
they had “State or district mandated
rules or regulations”. Fifty percent
reported that they had a requirement
that only a state licensed pesticide
applicator may use pesticides in and
around the school grounds. As of this
date, the Utah Department of Health
has adopted the “School Rule,” which
mandates that all public schools in
Utah practice IPM. See Appendix B
for the IPM portion of the School Rule.
A similar rule or regulation is not in
place in Colorado.
Staffing, training and cost were
significant barriers to implementing
IPM practices (Table 2).
Fifty-one percent said that the school
district does not provide training
and education in pest management,
environmental health and safety;
34% do provide in-house training to
facility managers and custodians.
One of the key steps to
implementing an IPM program is
having a designated IPM coordinator
(“The Bug Stops Here” person). The
IPM coordinator is an important part
of the overall environmental quality
team for the school or district and
interacts with upper administration,
principals, teachers, custodians, food
service and maintenance on a regular
basis. Only 17% of school districts
reported having such a person.
The majority (65%) of schools
used a pest control professional
(contracted or hired as needed) for
pest management. Thirty percent
performed pest management duties
with district employees. In 81% of
the school districts, district
employees (custodial or facility
maintenance) are responsible for
decisions about pest management.
Page 4
From your perspective, what are the primary barriers to
implementing a IPM program in your school District?
80
60
40
20
0
staff not
available
requires
extra
work
costs
too
much
education
& training
not
available
no support
at admin.
level
%
Table 2

In one-third of the districts, the principal
or superintendent oversees decisions.

Schools are keeping track of pests and
pesticide use in different ways. Schools
keep records of product names and
quantity of pesticides used (50%),
the number of pesticide applications
per year (48%), costs associated with
pest management activities (42%), the
location of pest sightings (37%), and
the number of pest complaints per year
(20%).
Using monitoring devices (such
as sticky cards and pheromone traps)
to determine what pests occur is
also important for pest management.
However, most schools (85%) use verbal
reports as the main way to monitor pest
incidence(Table 3).
The majority of schools are regularly
inspecting structures and grounds (82%),
as well as installing materials that
exclude pests from buildings (89%),
a key to preventing pest problems.
However, many schools are applying
pesticides to both structures (59%)
and grounds (64%) on a calendar
basis. IPM practices recommend the
use of pesticides when other methods
of exclusion and sanitation have failed.
About 50% of the school districts
reported that there is no policy for
notifying parents when pesticides are
used. A few school districts do notify
parents, mostly by posting a notice
on site at the school (19%). Other
methods included school newsletters
(5%), take home notes/flyers (5%),
list serve or website (4%), and phone
calls (2%).
Page 5
140
120
100
80
60
40
20
0
NO
NO
NO
NO
NO
YES
YES
YES
YES
YES
pest sighting formssticky traps light trapspheromone traps verbal reports
How do you monitor and keep track of the number and
kinds of pests inside and outside district buildings?
#responses
Table 3

SECTION 2
PEST PROBLEMS IN YOUR SCHOOL DISTRICT
THE PROBLEM

Ants are the one of the
most frequent and persistent pests
encountered around schools. Thirty
audits of schools in Colorado were
conducted between 2009 and 2013;
ants were observed in 21 or 70% of
the schools inspected. In Utah, 7
schools inspected in 2013 all had
ants present.
WHAT ARE SCHOOLS DOING?

Seventy-three percent of
those reporting ants as a problem
used a perimeter insecticide spray to
control them. Another 43% reported
using crack and crevice or baseboard
insecticides. In many school districts,
custodians regularly “spot spray”
foraging ants in classrooms, hallways
and around door thresholds.
While insecticides (baits) are a
critical part of any ant management
plan, spot sprays and spraying worker
ants often do little to eliminate the
problem, and can actually counter an
IPM MANAGEMENT STRATEGIES
• Insecticide sprays only kill the ants
that are exposed to the spray. This
approach usually fails because the
ants seen foraging over exposed
surfaces is only a small portion of
the colony.
• The key to effective ant control is to
eliminate queens and other colony
members within nests. Bait stations
or ant stakes are easy to use,
relatively safe for the environment,
and effective when used correctly.
• Multiple preventative methods
are needed to prevent future ant
infestations.
otherwise effective baiting program.
It is always critical to exclude ants
with sealant or caulking, properly
store food and trash, clean regularly
and lastly, baits. Spray and liquid
insecticides should be reserved to
direct applications made to ant nests
found through a thorough inspection
of the affected area.
ANTS Response %
Ants have not been a problem 20.0
Don’t know if ants have been a problem 2.5
Exterior perimeter insecticide spraying 48.1
Exterior insecticide baiting 22.5
Caulking or screening cracks and crevices 36.9
Fix dripping faucets and leaking pipes 21.3
Use of crack and crevice or baseboard
insecticide applications
33.1
Improved food handling, storage, and
clean-up methods in cafeteria and lounges
36.3
Bait stations (insecticides) placed indoors 34.4
Provide a dry, vegetation-free border
around building perimeter
8.8
Manage honeydew-producing insects
(aphids, scales) on plants near the building
2.5

THE PROBLEM

Bed bugs are an increasing
problem around the world in hotels,
homes, businesses and in schools. If
your school hasn’t had to deal with
bed bugs yet, it will. Will your school be
ready with a bed bug action plan
in place?
Only 20% of schools reported
bed bugs in their school district. There
are many control methods for bed bugs
and an integrated approach works
best for eradicating bed bugs from any
situation. The chart in the upper right
summarizes the control techniques used
by school districts.
In addition to monitoring
sensitive areas where bed bugs are
likely to be introduced and/or survive,
one proactive option not given in the
survey is to have a bed bug action
plan/policy in place before an incident
occurs. An action plan can help quickly
isolate introduced bugs, eradicate bugs
faster, properly deal with the person(s)
responsible for the introduction, and
outlines a plan to educate teachers
and staff about bed bugs and the
action plan. Examples of bed bug
action plans for schools can be found
by visiting: http://www.vdacs.virginia.
gov/pesticides/pdffiles/bb-schools1.
pdf. A bed bug action plan will greatly
minimize the chance that an irrational,
irresponsible, or insensitive response
will occur if bed bugs are located, not
to mention save the district money.
Page 7
• Train staff to identify bed bugs and the
signs of bed bugs in the classroom and
the children’s items.
• Understand the difference between an
“introduction” and an “infestation”.
• Establish a school Integrated Pest
Management Plan with an emphasis
on monitoring.
• Any student with bed bugs identified
on their person or in their belongings
may remain in school until the end of
the day.
• Respond promptly to bed bug
complaints within the school and
through contact and counseling
with parents.
• Parents should promptly respond to
bed bugs in the home.
BED BUGS Response %
There have been no reports of bed bugs 79.8
Don’t know 4.3
Inspect and monitor areas with upholstered
furniture, donations, lost & found items,
backpacks and coats
11.1
Remove clutter and vacuum regularly 14.2
Use a silicone or acrylic-based sealant to
fill cracks, crevices and around utility ducts
1.9
Insecticide sprays 9.3
Insecticidal dusts (like diatomaceous earth) 0.5
Heat treatment 1.9
Cold (cryogenic) treatment 0.0
Steam 1.2

THE PROBLEM
Cockroaches are one of
the most common, and more difficult
indoor pests in a school. With a vigilant
sanitation, exclusion, monitoring,
and education program, your school
can stay on top of these cryptic pests
before they become a big problem.
About 25% of school districts
reported issues with cockroaches
and have dealt with them in various
ways as summarized in the above
table. When combined with other non-
chemical techniques, chemicals are a
valuable tool in roach control, however,
monitoring is the cornerstone of any
cockroach IPM program. If your school
does not monitor for roaches and other
pests, it is time to develop a pest
monitoring program.
Cockroaches are capable of
spreading disease and are allergy/
asthma triggers. Schools should
have zero tolerance for these pests.
Develop a monitoring program to catch
roach populations while they are small
so you can eliminate them quickly!
Non-chemical controls coupled with
well placed baits are typical practice.
Page 8
• Monitor placement is critical and
monitors should be placed in between
resources (harborage, food, and water)
and along structural lines, adjacent to
walls, corners etc., where roaches
travel or harbor.
• Monitors should be kept out of view
if possible.
• Monitoring stations or units should
always be dated and assigned a unique
identifying code to track activity over
time and help keep precise records.
• Place enough monitoring units to
accurately monitor an area because
monitors provide valuable information
about pest activity. Food service areas
should have more monitors than
nonfood areas.
• Create a map of the area that includes
the location of the traps.
• If a trap is consistently empty, the trap
may be relocated to another site.
• Monitors should be replaced if full, wet
or covered in dust.
COCKROACHES Response %
Cockroaches have not been a problem 74.4
Don’t know 4.4
Seal around cracks and crevices and around
utility ducts with a silicone or acrylic-based
sealant or foam
13.1
Store food in pest proof containers 14.4
Move dumpsters or trash storage away
from building
7.5
Repair any leaks or plumbing malfunctions 13.1
Eliminate clutter 6.6
Use cockroach traps to monitor 11.3
Interior insecticide baiting 13.8
Eliminate cardboard boxes used for storage 4.4

THE PROBLEM
Many schools have various types
of nuisance pests, including
carpet beetles, spiders, flies, gnats,
ground beetles, clover mites, boxelder
bugs, pillbugs, millipedes, etc. Most of
the time, these pests are occasional
and should not prompt any reaction.
Most schools have nuisance
pests (71%) and many ways of dealing
with them. The most commonly used
method of dealing with nuisance pests
is vacuuming and cleaning (50%),
followed by maintaining door sweeps
and tight door thresholds (47%). Thirty
percent caulk or screen cracks and
crevices to exclude pests.
A large number of school districts
also employ chemical strategies such
as exterior perimeter insecticide
spraying (47%) and the use of crack
and crevice or baseboard insecticide
applications (30%) for control.
Unless there is an outbreak
population of a specific nuisance pest,
chemical treatments indoors and
outdoors are usually not needed. The
potential impact of the pest on the
school and the students and teachers
must be considered. If the pest has a
potential to spread disease and can’t
be tolerated, then a chemical tactic
might be used in conjunction with
non-chemical methods. However,

• Most nuisance pests will not harm
people or stored food products, and
should be tolerated to a certain level.
• The primary way to keep nuisance pests
from being an issue inside is to install
effective door sweeps and astral
brushes, seal all holes in the exterior
of the structure where pests can enter,
fix screens and windows and to clean/
vacuum regularly.
• Nuisance pests should rarely be treated
chemically. Chemical applications to
base boards and building perimeters
are ineffective methods of dealing
with low-level populations of nuisance
pests. Only in outbreak situations
should chemicals be used to control
nuisance pests.
• Consider the specific pest you are
dealing with and learn its biology and
effective control strategies.
Page 9
NUISANCE PESTS Response %
Nuisance pests have not been a problem 24.8
Don’t know 3.7
Maintain door sweeps and tight door
thresholds
47.2
Use of crack and crevice or baseboard
insecticide applications
29.2
Sweep and vacuum frequently 49.7
Caulk or screen cracks and crevices 29.8
Hand removal (or smashing) of individual
pests, as noticed
31.7
many nuisance pests, like boxelder
bugs or pill bugs, are not of human
health concern and could be dealt
with non-chemically.

THE PROBLEM

Stinging insects are
a liability for every school district.
While paper wasps are common pests
in Colorado and Utah, they are less
aggressive and potent than their
relatives--yellow jackets. Regardless,
all stinging insects should be managed
to prevent stings, allergic reactions
and even death.
Eighty of all school districts have
had some conflict with stinging insects
such as yellow jackets, bees and
paper wasps.
By far, the most common practice
for eliminating stinging insects is to
destroy nests with aerosol insecticide
formulations (71%). The most common
non-chemical technique used is to
reduce nesting sites via exclusion
(41%). Kids are most susceptible when
using playground facilties. Playgrounds
are full of potential nesting sites
that put kids in direct contact with
dangerous insect pests. Only 32% of
schools report sealing all openings
that allow access to hollow tubing,
structures or voids such as playground
equipment or soffits. Cleaning and/or
replacing dumpsters on a regular basis
will also eliminate a major
wasp attractant.
Because stinging insects are a
liability, they should be dealt with
proactively and swiftly if they do
become a problem.

• Perform an exterior/interior inspection
to identify nesting sites.
• Seal cracks/crevices which provide
access to nest site and possible
interior entry points.
• Identify and eliminate food sources
which attract stinging insects.
• Place tight-fitting lids on waste
barrels/baskets.
• Replace fruiting vegetation species
with non-fruiting varieties.
• Correctly identify insect species.
• Determine if nest elimination or
treatment is required.
• Treat nests by vacuuming or with dust/
aerosol formulations.
• Use glue traps to trap insects indoors.
• Use appropriate bottle or box traps to
reduce area wide population.
Page 10
STINGING INSECTS Response %
Stinging insects have not been a problem 17.9
Don’t know 1.9
Reduce nesting sites before colonies
become established in early spring
40.7
Seal all openings that allow access to
hollow tubing, structures or voids
32.1
Place outdoor trash cans and dumpsters
away from building entrances
23.5
Destroy nest with aerosol insecticide
formulations
71.0
Clean dumpsters on a regular basis 15.4
Do not plant flowering trees, shrubs, or
flowers immediately adjacent to building
entrances or walkways
8.0
Keep doors and windows closed as much as
possible
27.2
Use baited traps in spring and/or fall 14.2
Remove individual insects with a vacuum
or flyswatter
19.8

THE PROBLEM

Eighty-five percent of school
districts report mice, pigeons, raccoons,
rats, bats or fox in or around schools.
Vertebrate pests can be nuisance pests,
but can also be destructive, dangerous
and can potentially carry and transmit
disease. Mice are, without a
doubt, one of the biggest pest
issues schools face.
Fortunately, for small vertebrate
control, 56% of schools report using
exclusion as their primary control
technique. Snap traps are the next
most popular control (50%).
Thirty-five percent of schools monitor
for rodents using bait blocks, and only
16% use poison baits for control. Other
controls methods can be viewed in the
table above.
Every vertebrate pest is treated
differently, so properly identify
your pest and contact your local
Extension office or state School IPM
representatives for advice on control.
The risk of contact with rodent-
associated pathogens and allergens
increases when cleaning areas that
have been infested. Follow guidelines
at: http://www.cdc.gov/rodents/
cleaning/index.htm
Page 11
• Seal gaps of ¼ inch or more with
silicone or polyurethane sealant
products that stretch as gaps and
cracks in buildings expand and contract.
• Fill holes/cracks 1/4” or larger wtih
quality concrete, or stuff with Xcluder
cloth or Stuf-fit copper mesh,
then sealed with silicone or
polyurethane sealant. Steel wool
and expandable foam are not
recommended for exclusion.
• Seal around water, gas, electric,
and other pipes and conduits going
through walls.
• Make all external doors mouse-proof
using the high-quality, door sweeps
that seal the gap between the
threshold and the door base.
• Maintain and repair all ventilation
screens, louvers used in attic spaces,
and furnace closets. All gaps around
the frames of screens and louvers
should also be kept tightly sealed.
• Mouse-proof the crawl space skirt
around portable class rooms. Dig a
6-inch trench below the skirt, attach
¼-inch hardware cloth to the bottom
of the skirt so that it goes to the
bottom of the trench, then fill in the
trench with dirt or crushed rock.
VERTEBRATE PETS Response %
These pests have not been a problem 15.1
Don’t know 1.3
Repair or seal all openings > than 1/4”
diameter that allow entrance
56.0
Store items in plastic containers 32.7
Minimize landscape areas on school
grounds that attract or provide shelter for
animals
20.8
Use live traps to capture and move animals 39.0
Use ‘snap traps’ to kill animals 49.7
Place bait blocks in inaccessible areas and
check regularly for feeding
34.6
Remove debris, clutter, or stored materials
from building exterior and surroundings to
reduce areas that shelter pests
36.5
Use poison baits labeled for appropriate
species
16.4

THE PROBLEM

Ninety-six percent of
respondents reported that weeds
have been a problem. Weed control is
a necessary part of maintaining school
grounds. Healthy and well-maintained
landscapes and turf will deter weed
invasions but weeds still manage to
find openings to establish and spread.
Weeds can interfere with footing on
athletic fields, and some weeds –
like the spurges – contain harmful
substances. Noxious weeds
are problematic because of their
nature to dominate plant communities,
including landscapes and turf, and
state law requires their control.
The two most common practices
in weed control were (1) to spot spray
weeds in turf areas and/or pavement
areas (66.5%); (2) to apply weed and
feed herbicides in turf areas (61.5%);
and (3) spray large areas of turf
(52%).

Using IPM will minimize the
use of herbicides. Try non-herbicidal
controls first. Chemical control should
be used in combination with other
methods, when other methods have
failed, and/or are cost prohibitive.
• Mow as high as practical during the
summer months for the particular
grass species present in your turf.
• Mow often enough so that no more than
one-third of the grass blade is removed
in a single mowing.
• Irrigate properly to help reduce annual
weed infestation.
• Fertilize according to the needs of
your grass species.
• Core cultivate (aerate) the turf at least
once a year to reduce compaction and
to control thatch.
• Mulch with organic or inorganic
materials to prevent annual weeds.
• Prune or remove flower heads or
weeds to limit seed production in
April for winter annuals and summer
for summer annuals.
• Remove annual weeds by hand.
Hand removal of perennials is
seldom effective.
WEEDS Response %
Weeds have not been a problem 4.3
Don’t know 5.6
Hand-weed or hoe weeds 43.5
Apply weed and feed herbicides to control
weeds in turf areas
61.5
Adjust mowing heights, fertilization and
irrigation to prevent weeds
35.4
Spot spray weeds in turf areas and/or
pavement areas
66.5
Spray large areas of turf to control weeds 52.2
Accept broad leaf weeds as part of outdoor
areas
7.5
Convert turf areas into non-turf plantings 5.6

THE PROBLEM
Most plant problems
are not caused by insects and disease,
but by “non-living” factors, such as
extremes of temperature (freeze
damage and sun scald), lawn-mower
damage, salt damage, and chemical
factors. You can use IPM to maintain
a healthy and safe landscape on
school grounds, no matter what the
causal factor.
About 1/3 of respondents said
that no insect and/or disease problems
have occurred on their school grounds.
Of the 2/3 of respondents who did
report problems, 33.5% reported that
they applied insecticides on sports
fields and/or playgrounds. The next
most common practice (28.5%) was
to prune dying branches from trees
and shrubs.
• Consider managing the school grounds
in zones. Map out the landscape and
turf areas on the property and think
about how each area will be used. High
use and high visibility areas, such as
the front entrance of a building or
sports turf, will receive more attention
than boundary areas or lawns.
• Plant the “right plant in the right place”.
Consult your university or landscape
professional for a list of plants that
are hardy and drought tolerant for
your area.
• The need for pesticides is reduced
by keeping plants healthy – through
proper fertilization, irrigation, and
soil management.
• It’s important to diagnose the problem
– fungi, bacteria, viruses, nematodes,
insects, mites, etc. Once diagnosed,
consider all options – pruning,
irrigation, fertilization, removal,
replacement with more appropriate
species, and pesticide.
OUTDOOR PESTS Response %
No insect and/or disease problems have
occurred
35.4
Don’t know 13.3
Prune dying branches from trees and shrubs 28.5
Apply fungicides to control diseases 22.8
Prune out plant parts infested with insects
and/or diseases
17.7
Remove caterpillars, beetles, and other
insect pests by hand
1.9
Apply insecticides on sports fields and/or
playgrounds
33.5
Adjust irrigation and nutrition to prevent
disease and insect problems
20.9

Colorado State University is committed to providing an environment free from harassment and other forms of illegal discrimination based on race, color, religion, sex, national origin, age
(40 and older), disability, and veteran’s status. CSU’s policy also prohibits discrimination on the basis of sexual orientation in employment and academic related practices and decisions.
Colorado State University employees and students cannot, because of race, color, religion, sex, national origin, age, disability, or veteran’s status, refuse to hire; discharge; promote; demote;
terminate; discriminate in compensation; or discriminate regarding terms, privileges, or conditions of employment, against any person otherwise qualified. Employees and students also
cannot discriminate in the classroom, residence halls, or in on/off campus, CSU-sponsored events and activities.
Page 14
Disclaimer: Colorado State University and its employees are not responsible for the use, misuse, or damage caused by application or misapplication of products or information
mentioned in this document. All pesticides are labeled with ingredients, instructions, and risks, and not all are registered for edible crops. “Registered use” pesticides may
only be applied by a licensed applicator. The pesticide applicator is legally responsible for proper use. CSU makes no endorsement of the products listed herein.
CONTACT INFORMATION
Education is the cornerstone of
IPM. Please use the results from this
survey to help create or improve your
district’s IPM program. Remember,
you are not alone. Representatives
from Colorado State University, Utah
State University, and your state school
IPM coalition are ready and willing to
help you learn about and create an
IPM program.
Don’t hesitate to contact your
state School IPM representatives!
UTAH CONTACT
Ryan Davis
Department of Biology
Utah State University Extension
Phone: 435-797-2435
Email: ryan.davis@usu.edu
www.utahpests.usu.edu
Address:
Utah State University
5305 Old Main Hill
Logan, UT 84322
COLORADO CONTACT
Deborah Young
Center for Sustainable IPM
Colorado State University Extension
Phone: 970-491-1377
Email: deborah.young@colostate.edu
www.coloradoipmcenter.agsci.
colostate.edu
Address:
Colorado State University
Department of Bioagricultural Sciences
and Pest Management
Fort Collins, CO 80523-1177

APPENDIX A: SURVEY QUESTIONS
Thank you for taking the time to help us understand the pest management
information needs of your school district. This survey has three sections. The
first section (A) asks about personnel involved with pest management in your school
district. The second section (B) asks about current pest problems in your school
district. The third section (C) asks, generally, about school district policy
and practices with regard to pest control.
A. PEST MANAGEMENT PERSONNEL
1. On a scale from 1 (no concern at all) to 5 (a very great concern), how
important is pest management in your school district?
No concern 1 2 3 4 5 Great concern
2. Who does the majority of the pest control work in your district? (Check one)
 Pest control professional, contracted or hired as needed
 Custodial or facilities maintenance employees (in-house pest control
operator)
 Teachers and support staff
 Don’t know
 Other (specify) ________________________________________________
3. Who oversees decisions about pest management in your school district?
(Check all that apply)
 No one
 Don’t know
 External pest control professional
 Internal custodial or facilities maintenance employees
 Kitchen staff
 County or local health departments
 Office personnel
 Principal or superintendent
 Other (specify) ________________________________________________
4. How does your school district provide training and education in pest
management, environmental health and safety? (Check all that apply)
 We do not provide training in this topic
 Schools have appointed IPM coordinator(s) who receive training
 District provides in-house training of facility managers and custodians
 Administrators and/or principals receive training
 Regular staff meetings for teachers
 Don’t know
 Other (specify) ________________________________________________
Page 16

B. PEST PROBLEMS IN YOUR SCHOOL DISTRICT
1. If ants have been a problem (inside or outside) your facilities, which methods
are used to control ants on school grounds? (Select all that are currently
used)
 Ants have not been a problem
 Don’t know if ants have been a problem
 Exterior perimeter insecticide spraying
 Exterior insecticide baiting
 Caulking or screening cracks and crevices
 Fix dripping faucets and leaking pipes
 Use of crack and crevice or baseboard insecticide applications
 Improve food handling, storage and clean–up methods in cafeteria and
lounges
 Bait stations (insecticides) placed indoors
 Provide a dry, vegetation-free border around building perimeter
 Manage honeydew-producing insects (aphids, scales) on plants near the
building
 Other (specify) ________________________________________________
2. If bed bugs have been reported in any of your buildings, which methods are
used to control bed bugs? (Select all that are currently used)
 There have been no reports of bed bugs
 Don’t know
 Inspect and monitor areas with upholstered furniture, donations, lost &
found items, backpacks and coats
 Remove clutter and vacuum regularly
 Use a silicone or acrylic-based sealant to fill cracks, crevices and around
utility ducts
 Insecticide sprays
 Insecticidal dusts (such as diatomaceous earth)
 Heat treatment
 Cold (cryogenic) treatment
 Steam
 Other (specify) ________________________________________________
3. If cockroaches have been a problem in your facilities, which methods are used
to control cockroaches? (Select all that are currently used)
 Cockroaches have not been a problem
 Don’t know
 Seal around cracks and crevices and around utility ducts with a silicone or
acrylic-based sealant or foam

 Store food in pest-safe containers
 Move dumpsters or trash storage away from building
 Repair any leaks or plumbing malfunctions
 Eliminate clutter
 Use cockroach traps to monitor population
 Interior insecticide baiting
 Eliminate cardboard boxes used for storage
 Other (specify) ________________________________________________
4. If nuisance pests such as spiders, clover mites, boxelder bugs, flies and
crickets, have been a problem in your facilities, which methods are used
to control these occasional invaders and nuisance insects? (Select all that are
currently used.)
 Nuisance pests have not been a problem
 Don’t know
 Maintain door sweeps and tight door thresholds
 Use of crack and crevice or baseboard insecticide applications
 Sweep and vacuum frequently
 Caulk or screen cracks and crevices
 Hand removal (or smashing) of individuals as noticed
 Other (specify) ________________________________________________
5. If stinging insects such as yellow jackets, bees and paper wasps have been a
problem on school district property, which methods are used to restrict bees
and wasps in and around district buildings? (Select all that are currently
used.)
 Stinging insects have not been a problem
 Don’t know
 Reduce nesting sites before colonies become established in early spring
 Seal all openings that allow access to hollow tubing, structures or voids
(such as playground equipment or soffits)
 Place outdoor trashcans and dumpsters away from building entrances.
 Destroy nest with aerosol insecticide formulations
 Clean dumpsters on a regular basis
 Do not plant flowering trees, shrubs or flowers immediately adjacent to
building entrances or walkways
 Keep doors and windows closed as much as possible
 Use baited traps in spring and/or fall
 Remove individual insects with a vacuum or flyswatter
 Other (specify) ________________________________________________
Page 18

6. If vertebrate pests, such as mice, pigeons, raccoons, rats, bats or fox, have
been a problem in and around buildings, which methods are used to control
these pests? (Select all that are currently used)
 These pests have not been a problem
 Don’t know
 Repair or seal all openings greater than ¼ inch diameter that allow
entrance
 Store items in plastic containers
 Minimize landscape areas on school grounds that attract or provide shelter
for animals
 Use live traps to capture animal(s) and move
 Use ‘snap traps’ to kill animal
 Place bait blocks in inaccessible areas and check regularly for feeding
 Remove debris, clutter or stored materials from building exterior and
surroundings to reduce areas that shelter pests
 Use poison baits labeled for appropriate species
 Other (specify) ________________________________________________
7. If weeds such as dandelions, puncture vine and/or morning glory have been
a problem in lawns, playgrounds, sports fields, and other outdoor spaces,
which weed control method(s) have been used? (Select all that are currently
used).
 Weeds have not been a problem
 Don’t know
 Hand-weed or hoe weeds
 Apply weed and feed herbicides to control weeds in turf areas
 Adjust mowing heights, fertilization and irrigation to prevent weeds
 Spot spray weeds in turf areas and/or pavement areas
 Spray large areas of turf to control weeds
 Accept broad leaf weeds as part of outdoor areas
 Convert turf areas into non-turf plantings
 Other (specify) ________________________________________________
8. If insect and disease problems in lawns, playgrounds, sports fields and other
outdoor areas have occurred, which methods to control insects and/or disease
are used? (Select all that are currently used).
 No insect and/or disease problems have occurred
 Don’t know
 Prune dying branches from trees and shrubs
 Apply fungicides to control diseases
 Prune out plant parts infested with insects and/or diseases
 Remove caterpillars, beetles, and other insect pests by hand
 Apply insecticides on sports fields and/or playgrounds
 Adjust irrigation and nutrition to prevent disease and insect problems
 Other (specify) __________________________________
Page 19

C. SCHOOL DISTRICT POLICIES AND PRACTICES
Integrated Pest Management (IPM) minimizes dependence on pesticides to
control pests (insects, spiders, rodents, weeds, etc.) by decreasing pest presence
using proactive, non-chemical methods such as pest monitoring, cleaning, sealing
and blocking pest entryways into buildings, and education.
1. On a scale from 1 (never heard of it) to 5 (know and understand), how
familiar are you with Integrated Pest Management (IPM)?
Never heard of IPM 1 2 3 4 5 Know & understand IPM
2. Which written policies does your school district have regarding pest
management?
YES NO
• Track the number of pest complaints per year
• Track the number of pesticide applications per year
• Track the product names and quantity of pesticides used
• Track the location of pest sightings
• Track costs associated with pest management activities (personnel hours spent,
materials used, monitoring devices, equipment, licensing)
• A statement committing to the use of Integrated Pest Management (IPM)
• An IPM plan with specific practices to minimize pest pressure (such as restriction
on the use of furniture, regulations on food and food storage, etc.)
• A designated IPM coordinator
• State or District mandated rules or regulations
• Requirement that only a state licensed pesticide applicator may use pesticides in
and around the school grounds
• Don’t know
• Other (specify):

3. How do you monitor and keep track of the number and kinds of pests inside
and outside district buildings?
YES NO
• Use pest sighting forms
• Use sticky traps
• Use light traps
• Use pheromone traps
• Verbal reports
• Other (specify)________________________________________________
Page 20

4. What is your policy for notifying parents when pesticides are used? (Check all
means used.)
 There is no policy for notifying parents
 Don’t know
 By school newsletter (hard copy or electronic)
 Take-home notes or flyers
 By phone calls
 By list serve or website
 Notice posted on site at school
 Other (please specify) _________________________________________
5. What other practices are in place in your school district regarding pest
management?
YES NO
• Apply pesticides to structures based on time of year
• Apply pesticides to grounds based on time of year
• Regularly inspect structures
• Regularly inspect grounds
• Maintain, repair and install materials to exclude pests from building, such as
replacing door sweeps
• Certified pest control applicators (structural and/or grounds) on staff
• Identify pests before treatment
• Determine pest numbers before treatment
• Procedures for food management
• Procedures for sanitation and housekeeping
• Other (specify):_________________________________________________

6. From your perspective, which of the following do you consider barriers to
implementing Integrated Pest Management (IPM) practices? (Check all that
apply)
 Staff are not available
 Requires extra work
 Costs too much
 Education and training is not available
 No support at administrative level
 Other (specify) _______________________________________________
Page 21

7. From your perspective, how important are the following IPM goals in your
school district’s overall pest control strategies? (5 point or 10-point scale?)
a. Reduced pesticide exposure in and around buildings
Not important 1 2 3 4 5 Very important
b. Improved air quality in and around buildings
c. Reduced number of pests in and around buildings
d. Pest control costs
e. Other (specify) _______________________________________
Please provide the title and contact information for the person who is filling out
the survey
Title:
Name:
E-mail address:
Phone number:
Postal address:
Page 22

APPENDIX B: IPM PORTION OF THE “SCHOOL RULE”
*UTAH ONLY
Excerpt from the Utah Department of Health’s “School Rule” concerning IPM.
(12) Pest Management.
(a) The governing body shall minimize in school buildings or on school grounds the
presence of pests that are vectors for disease, carry allergens that are likely to affect
individuals with allergies or respiratory problems, or may sting or bite causing mild
to serious reactions in some individuals.
(b) The governing body shall adopt integrated pest management (IPM)
practices and principles to prevent unacceptable levels of pest activity with the
least possible hazard to people, property, and the environment.
(c) The governing body shall have a written integrated pest management
plan written by the governing body or provided by the contracted pest management
contractor whether IPM is implemented as an internal process or contracted
to a pest management professional. The plan shall include sections that cover
the following topics: an IPM policy statement; IPM implementation and education;
pest identification, monitoring procedures, reporting and control practices; approved
pesticides; procedures for pesticide use; a policy for the notification of students,
parents, and staff; and applicator requirements. Guidance for an IPM plan can be
found in publications of the IPM Institute of North America. The Department or the
Local Health Officer may require changes in a school’s IPM plan if the plan neglects
or causes a threat to the health or safety of the occupants of a school.
(d) The governing body shall use non chemical management methods
whenever possible to provide the desired control. The governing body shall use
a full range of control alternatives including: identification and removal or repair
of conditions that are conducive to pests; structural repair and sealing; improved
sanitation; removal of clutter or harborage; elimination of food sources; exclusionary
measures to protect doors, windows and any other opening to the outside against
the entrance of insects, rodents, and other animals. A no action alternative shall
also be considered in cases where the pest has no public health or property damage
significance.
(e) If the governing body chooses to not use an outside pest control contractor,
school personnel who apply pesticides shall follow the Utah Dept. of Agriculture
pesticide regulation R68 7. The applicator shall apply all products according to the
pesticide label directions.
Page 23

CO_UT_SURVEY_RPT FINAL 9.16.13

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